Significances of the Study
Table 2.2: Basic Competences and Micro Skills Basic Competences
Micro Skills
1.2. Mentioning things, people,
characteristics, time,
days, months,
and years
Listening: -
Discriminate among the distinctive sounds of English.
- Distinguish word boundaries, recognising a core
of words, and interpret word order patterns and their significance.
- Recognise grammatical word classes nouns,
verbs, etc., systems e.g. tense, agreement, and pluralisation, patterns, rules, and elliptical forms.
- Recognise that a particular meaning may be
expressed in different grammatical forms. -
Recognise the communicative functions of utterances, according to situations, participants,
and goals. -
Infer situations, participants, goals using real- world knowledge.
- Develop and use a battery of listening strategies,
such as detecting key words, guessing meaning of words from context, appeal for help, and
signalling comprehension or lack thereof.
Brown, 2000: 256 Reading:
- Discriminate among the distinctive graphemes
and orthographic patterns of English. -
Recognise a core words, and interpret word order patterns and their significance.
- Recognise grammatical word classes nouns,
verbs, etc., systems e.g. tense, agreement, and pluralisation, patterns, rules, and elliptical forms.
- Recognise that a particular meaning may be
expressed in different grammatical forms. -
Recognise cohesive devices in written discourse and their role in signalling the relationship
between and among clauses. -
Recognise the communicative functions of written texts, according to form and purpose.
- Infer links and connections between events, ideas,
etc., deduce causes and effects, and detect such relations as main idea, supporting idea, new
information, given information, generalization, and exemplification.
- Develop and use a battery of reading strategies
such as scanning and skimming, detecting 1.3. Describing
things, people, characteristics,
time, days,
months, and
years 1.4. Producing
simple expressions for
the basic
function 1.6. Understanding
memos and
simple menus, schedules
of public
transportations, and
traffic signs
continued
discourse markers, guessing the meaning of words from context, and activating schemata for
the interpretation of texts.
Brown, 2000: 272 Speaking:
- Produce chunks of language of different lengths.
- Orally produce differences among the English
phonemes and allophonic variants. -
Use grammatical word classes noun, verbs, etc., systems e.g. tense, agreement, and pluralisation,
word order, patterns, rules, and elliptical forms. -
Produce speech in natural constituents – in appropriate phrases, pause groups, breath groups,
and sentences. -
Express particular meaning in different grammatical forms.
- Accomplish appropriate communicative functions
according to situation, participants, and goals. -
Develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing,
providing a context for interpreting the meaning of words, and appealing for help.
Brown, 2000: 307 Writing:
- Produce graphemes and orthographic patterns of
English. -
Produce an acceptable core of words and use appropriate word order patterns.
- Use acceptable grammatical system e.g. tense,
agreement, and pluralisation, patterns, and rules. -
Express a particular meaning in different grammatical forms.
- Use cohesive devices in written discourse.
- Appropriately accomplish the communicative
functions of written texts according to form and purpose.
- Convey links and connections between events
and communicate such as relations as main idea, supporting
idea, new
information, given
information, generalization, and exemplification. -
Develop and use a battery of writing strategies, such as accurately assessing the audience’s
interpretation, using prewriting devices, writing with fluency in the first draft, using paraphrase
continued
continued